UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. FalascaLesson #: 3 Facet: Application Grade Level: 9-12 Numbers of Days: 2-3 Topic: Pontiac's Rebellion
PART I:
Objectives Student will understand thatthere was a generational gap that brought on new ways of thinking, and strained the relationship with England.
Student will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
Student will be able to exhibit the changing relationship between the colonists and England.
Product: Comic Life
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: Social Studies Standard Label: E. History Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: a,c,e...
Rationale: Students will create a comic strip depicting the key events (before, during, and after) Pontiac's Rebellion.
Assessments
Pre-Assessment: (Lesson 1 only)
Formative (Assessment for Learning) Section I – checking for understanding during instruction
Section II – timely feedback for products (self, peer, teacher)
Summative (Assessment of Learning):
This unit is about Pre-Revolutionary America. In this unit, students will understand key figures, events, and cultural aspects of our nations past. We will be using all sorts of fascinating technologies to see the perspectives of both the colonists and the English. Some of these technologies include Comic Life, Glogster, and Podcasts. Understanding key figures and events from our pastime is vital to understanding how we came to be today. Starting with the French and Indian War all the way through the Declaration of Independence, students will piece together the revolutionary ideas of our founding fathers and come to understand the separation from England was an inevitable event.
Integration Technology: Students will create a comic strip depicting the key events (before, during, and after) Pontiac's Rebellion.
Content Areas:
Art - Students will need to make a storyboard before they make their actual comic
English - Students will need to write dialogue for some comic strips.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
My cooperative learning activity will be a Gallery Walk; where students can go around and look at each others KWS Chart to acquire different perspectives. I will be using a KWS Chart as my graphic organizer to learn about what my students already know, want to know, and possible sources.
(Verbal): (Logic): Do you think that Pontiac and his followers did the right thing by standing up and attacking the British and the colonies? Write one page with your thoughts. (Visual): Create a Comic Life strip about the events of Pontiac's Rebellion. (Kinesthetic): Create a skit. Play the role of Pontiac as he went around to various tribes to gather warriors for battle! (Musical): How did the Native Americans incorporate music into their daily live? Write a page explaining their usage of music. (Interpersonal): Complete the KWS Chart and then use the Gallery Walk to see who wants to know some of the same material as you do about Pontiac's Rebellion. Get together in groups and and brainstorm some other facts you would like to know. Keep in mind the who, what, where, why, and how questions! (Intrapersonal): (Naturalist): How did the Native Americans use the land that was being taken away from them in their daily lives? Prepare specific examples to share with the class.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will pickup their missing work from the Missing Work shelf. A website or Wiki page will be developed for students to read notes and instruction to properly learn the information missed. Also, before/after school hour meetings may be made in order to catch up on missed assignments.
Extensions
Type II technology: Students will create a comic strip depicting the key events (before, during, and after) Pontiac's Rebellion.
Gifted Students:
These students will create a comic that depicts Pontiac visiting tribes up and down the country. Be sure to include some of Pontiac's motivational speeches!
Materials, Resources and Technology List all the items you need for the lesson.
Laptops
Comic Life
Whiteboard
Expo Markers
Storyboard paper
Colored pencils/pens
Projector
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Students will understand that there was a generational gap that brought on new ways of thinking, and strained the relationship with England. Knowing that a new generation of colonists existed during this time, and that it brought on a new wave of values and thinking effected the relationship between the colonies and England. Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. By citing the differences between parents and kids I can get students to brainstorm a list of differences between adults and kids. I can then use that list and compare it to England and the colonies. Where, Why, What. Hook Tailor, MI's Used are Visual, Verbal, Interpersonal, and Intrapersonal.
Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) I will be using a KWS Chart as my graphic organizer to learn about what my students already know, want to know, and possible sources. As my cooperative learning activity I will implement a Gallery Walk where student can go around and look at each students KWS Chart to acquire different perspectives. Entrance/Exit Tickets can help me see which ideas students think are important and if they are off I can guide them in the right direction. Equip, Explore, Rethink, MI's used are Interpersonal, Intrapersonal, Visual, and Verbal.
I will be using a KWS Chart as my graphic organizer to learn about what my students already know, want to know, and possible sources. As my cooperative learning activity I will implement a Gallery Walk where student can go around and look at each students KWS Chart to acquire different perspectives. A Comic Life comic will be created to show pivotal events that changed the relationship of the colonists and British. Entrance/Exit Tickets can help me see which ideas students think are important and if they are off I can guide them in the right direction. Students will use a rubric to assess the completion of their product. I will evaluate their product by using the scoring rubric that students had to follow by. Explore, Experience, Rethink, Revise, Refine, MI's used areVerbal, Visual, Interpersonal, Intrapersonal
Content Notes Students will know….. Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
After the French and Indian War had ended the Native Americans still continued the fight. Once the war had ended, Britain now had complete land dominance in North America. Even though there was the Proclamation of 1763 which intended to keep colonists to the east of the Appalachians; the natives knew expansion was inevitable and probably an intention for the future. There was one man who united the native tribes to fight back against expansionist colonists and that was Chief Pontiac of the Ottawa Indians. The Shawnee Indians, the Munsee Indians, the Wyandot Indians, the Seneca Indians, and the Delaware Indians were all recruited and took part by Chief Pontiac in his rebellion in 1763-1764.
Day 1:
Entrance Ticket (5mins)
Talk about the differences of culture between being an adult and a kid. (15mins)
Cover Pontiac's Rebellion (20-30mins)
Introduce Comic Life (23mins)
Exit Ticket (2mins)
Day 2:
Entrance Ticket (5mins)
Work on Comic Life projects (73mins)
Exit Ticket (2mins)
Day 3:
Entrance Ticket (5mins)
Present Comic Life Projects (73mins)
Exit Ticket (2)
Handouts List the items that need to be printed out for the lesson.
KWS Chart and Entrance/Exit Tickets
Comic Rubric
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All instructions and expectation will be clearly established for all students. The instruction will clearly lay out a path towards mastery.
Microscope: This instruction will challenge students to think deeper about content. Whether it's self reflecting or discussing with peers, students will come up with their own sense of mastery through exploration.
Puppy: An influential positive environment will be provided to help support these students. Being positive, listening, and being respectful of everyone's opinions and ideas will be a main focus.
Beach Ball: Students will be given a wide variety of options on how they want to complete their tasks. They may choose to work self assigning titles for everyone to play an equal role in projects will be used.
Rationale: This project presents and opportunity for students to work with others and use multiple learning styles. It will be a structured, safe, and creative work environment.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Entrance/Exit Tickets to see if students understand the big ideas.
Summative:
Students will create a comic strip depicting the key events (before, during, and after) Pontiac's Rebellion.
Rationale: By having the students do an Entrance/Exit Ticket I can check for understanding day by day. The Comic Life project will be their example of mastery of this lesson.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS: Content Area: Social Studies Standard Label: E. History Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: a,c,e...
Facet:Application
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
(Verbal): (Logic): Do you think that Pontiac and his followers did the right thing by standing up and attacking the British and the colonies? Write one page with your thoughts. (Visual): Create a Comic Life strip about the events of Pontiac's Rebellion. (Kinesthetic): Create a skit. Play the role of Pontiac as he went around to various tribes to gather warriors for battle! (Musical): How did the Native Americans incorporate music into their daily live? Write a page explaining their usage of music. (Interpersonal): Complete the KWS Chart and then use the Gallery Walk to see who wants to know some of the same material as you do about Pontiac's Rebellion. Get together in groups and and brainstorm some other facts you would like to know. Keep in mind the who, what, where, why, and how questions! (Intrapersonal): (Naturalist): How did the Native Americans use the land that was being taken away from them in their daily lives? Prepare specific examples to share with the class.
Type II Technology: Comic Life
Rationale:Creating a Comic Life strip will demonstrate how much of Pontiac's War the students have mastered. Each group will have different views and I expect students to learn from that.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will be making a Comic Life presentation to demonstrate creativity and display clear understanding of multiple points of views.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Falasca Lesson #: 3 Facet: Application
Grade Level: 9-12 Numbers of Days: 2-3
Topic: Pontiac's Rebellion
PART I:
Objectives
Student will understand that there was a generational gap that brought on new ways of thinking, and strained the relationship with England.
Student will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
Student will be able to exhibit the changing relationship between the colonists and England.
Product: Comic Life
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: Social Studies
Standard Label: E. History
Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.
Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: a,c,e...
Rationale:
Students will create a comic strip depicting the key events (before, during, and after) Pontiac's Rebellion.
Assessments
Pre-Assessment: (Lesson 1 only)
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Section II – timely feedback for products (self, peer, teacher)
Summative (Assessment of Learning):
This unit is about Pre-Revolutionary America. In this unit, students will understand key figures, events, and cultural aspects of our nations past. We will be using all sorts of fascinating technologies to see the perspectives of both the colonists and the English. Some of these technologies include Comic Life, Glogster, and Podcasts. Understanding key figures and events from our pastime is vital to understanding how we came to be today. Starting with the French and Indian War all the way through the Declaration of Independence, students will piece together the revolutionary ideas of our founding fathers and come to understand the separation from England was an inevitable event.
Integration
Technology:
Students will create a comic strip depicting the key events (before, during, and after) Pontiac's Rebellion.
Content Areas:
Art - Students will need to make a storyboard before they make their actual comic
English - Students will need to write dialogue for some comic strips.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
My cooperative learning activity will be a Gallery Walk; where students can go around and look at each others KWS Chart to acquire different perspectives. I will be using a KWS Chart as my graphic organizer to learn about what my students already know, want to know, and possible sources.
Section II – Groups and Roles for Product
Students will be assigned into groups of 3 or more by me.
http://serc.carleton.edu/introgeo/cooperative/roles.html (Group Role suggestions)
Differentiated Instruction
MI Strategies
(Verbal):
(Logic): Do you think that Pontiac and his followers did the right thing by standing up and attacking the British and the colonies? Write one page with your thoughts.
(Visual): Create a Comic Life strip about the events of Pontiac's Rebellion.
(Kinesthetic): Create a skit. Play the role of Pontiac as he went around to various tribes to gather warriors for battle!
(Musical): How did the Native Americans incorporate music into their daily live? Write a page explaining their usage of music.
(Interpersonal): Complete the KWS Chart and then use the Gallery Walk to see who wants to know some of the same material as you do about Pontiac's Rebellion. Get together in groups and and brainstorm some other facts you would like to know. Keep in mind the who, what, where, why, and how questions!
(Intrapersonal):
(Naturalist): How did the Native Americans use the land that was being taken away from them in their daily lives? Prepare specific examples to share with the class.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will pickup their missing work from the Missing Work shelf. A website or Wiki page will be developed for students to read notes and instruction to properly learn the information missed. Also, before/after school hour meetings may be made in order to catch up on missed assignments.
Extensions
Type II technology:
Students will create a comic strip depicting the key events (before, during, and after) Pontiac's Rebellion.
Gifted Students:
These students will create a comic that depicts Pontiac visiting tribes up and down the country. Be sure to include some of Pontiac's motivational speeches!
Materials, Resources and Technology
List all the items you need for the lesson.
Laptops
Comic Life
Whiteboard
Expo Markers
Storyboard paper
Colored pencils/pens
Projector
Source for Lesson Plan and Research
List all URL and describe.
Pontiac's Rebellion summary.
Chief Pontiac Speech
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Students will understand that there was a generational gap that brought on new ways of thinking, and strained the relationship with England. Knowing that a new generation of colonists existed during this time, and that it brought on a new wave of values and thinking effected the relationship between the colonies and England. Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. By citing the differences between parents and kids I can get students to brainstorm a list of differences between adults and kids. I can then use that list and compare it to England and the colonies.
Where, Why, What. Hook Tailor, MI's Used are Visual, Verbal, Interpersonal, and Intrapersonal.
Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) I will be using a KWS Chart as my graphic organizer to learn about what my students already know, want to know, and possible sources. As my cooperative learning activity I will implement a Gallery Walk where student can go around and look at each students KWS Chart to acquire different perspectives. Entrance/Exit Tickets can help me see which ideas students think are important and if they are off I can guide them in the right direction.
Equip, Explore, Rethink, MI's used are Interpersonal, Intrapersonal, Visual, and Verbal.
I will be using a KWS Chart as my graphic organizer to learn about what my students already know, want to know, and possible sources. As my cooperative learning activity I will implement a Gallery Walk where student can go around and look at each students KWS Chart to acquire different perspectives. A Comic Life comic will be created to show pivotal events that changed the relationship of the colonists and British. Entrance/Exit Tickets can help me see which ideas students think are important and if they are off I can guide them in the right direction. Students will use a rubric to assess the completion of their product. I will evaluate their product by using the scoring rubric that students had to follow by.
Explore, Experience, Rethink, Revise, Refine, MI's used are Verbal, Visual, Interpersonal, Intrapersonal
Content Notes
Students will know…..
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
After the French and Indian War had ended the Native Americans still continued the fight. Once the war had ended, Britain now had complete land dominance in North America. Even though there was the Proclamation of 1763 which intended to keep colonists to the east of the Appalachians; the natives knew expansion was inevitable and probably an intention for the future. There was one man who united the native tribes to fight back against expansionist colonists and that was Chief Pontiac of the Ottawa Indians. The Shawnee Indians, the Munsee Indians, the Wyandot Indians, the Seneca Indians, and the Delaware Indians were all recruited and took part by Chief Pontiac in his rebellion in 1763-1764.
Day 1:
Day 2:
Day 3:
Handouts
List the items that need to be printed out for the lesson.
KWS Chart and Entrance/Exit Tickets
Comic Rubric
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All instructions and expectation will be clearly established for all students. The instruction will clearly lay out a path towards mastery.
Microscope: This instruction will challenge students to think deeper about content. Whether it's self reflecting or discussing with peers, students will come up with their own sense of mastery through exploration.
Puppy: An influential positive environment will be provided to help support these students. Being positive, listening, and being respectful of everyone's opinions and ideas will be a main focus.
Beach Ball: Students will be given a wide variety of options on how they want to complete their tasks. They may choose to work self assigning titles for everyone to play an equal role in projects will be used.
Rationale: This project presents and opportunity for students to work with others and use multiple learning styles. It will be a structured, safe, and creative work environment.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Entrance/Exit Tickets to see if students understand the big ideas.
Summative:
Students will create a comic strip depicting the key events (before, during, and after) Pontiac's Rebellion.
Rationale: By having the students do an Entrance/Exit Ticket I can check for understanding day by day. The Comic Life project will be their example of mastery of this lesson.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Content Area: Social Studies
Standard Label: E. History
Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.
Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: a,c,e...
Facet:Application
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
(Verbal):
(Logic): Do you think that Pontiac and his followers did the right thing by standing up and attacking the British and the colonies? Write one page with your thoughts.
(Visual): Create a Comic Life strip about the events of Pontiac's Rebellion.
(Kinesthetic): Create a skit. Play the role of Pontiac as he went around to various tribes to gather warriors for battle!
(Musical): How did the Native Americans incorporate music into their daily live? Write a page explaining their usage of music.
(Interpersonal): Complete the KWS Chart and then use the Gallery Walk to see who wants to know some of the same material as you do about Pontiac's Rebellion. Get together in groups and and brainstorm some other facts you would like to know. Keep in mind the who, what, where, why, and how questions!
(Intrapersonal):
(Naturalist): How did the Native Americans use the land that was being taken away from them in their daily lives? Prepare specific examples to share with the class.
Type II Technology: Comic Life
Rationale:Creating a Comic Life strip will demonstrate how much of Pontiac's War the students have mastered. Each group will have different views and I expect students to learn from that.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will be making a Comic Life presentation to demonstrate creativity and display clear understanding of multiple points of views.